Improvement of The Competencies of Early Childhood Education Teachers in Bicol Region Through Training

Asia Pacific Journal of Education, Arts and Sciences | Vol. 1, No.
1 | March 2014
________________________________________________________________________________________________________
47
ISSN 2362 8022 | www.apjeas.apjmr.com
Improvement of the Competencies of Early Childhood Education Teachers in Bicol
Region Through Training

Gloria B. Osea PhD
1
and Simeon B. Botor
2
gloriaosea@yahoo.com
1
Prof VI and Dean, College of Arts and Sciences,
2
Assoc Prof III, Chairman, Elementary Education Department,
Central Bicol State University of Agriculture
PHILIPPINES

Abstract - Socio-demographic profile, teaching methods,
strategies used and training needs of Early Child Preschool
Teachers (PSTs) and Day Care Workers (DCWs) in Region V
(Camarines Sur, Camarines Norte, and Albay) were studied.
The level of improvement in the teaching competencies of PSTs
and DCWs in Camarines Sur before and after the capability
enhancement training was determined.
Half of the PSTs were young (19 -30 years old). Almost all
(92.5%) of PSTs are female. Half are married and half are
single in status. Their monthly salary ranged from Php
3,000.00- Php 4,000.00. All of them finished college but lack
specialization in early childhood education. Half of them had
one to three years teaching experience. Contrary to the above
findings, the DCWs belonged to the middle-age group (31-40
years old). Most of them are female and married. More than
half of them received Php 1,000.00 Php 2,000.00 monthly
honorarium and are college graduates who lack early
childhood education units. The rest are college undergraduate,
high school graduate and high school undergraduate. More
than half have worked as DCW for seven to 15 years and
above.
Early education teachers used demonstration method and
behavioral modeling. Computer assisted instruction was never
used. Their training needs were on framing behavioral
objectives, lesson planning, teaching methodologies,
development of instructional materials, and skills in music, arts
and drama.
Both PSTs and DCWs have fair level of teaching
competency (LTC) and have developing level of teachers
professional development (LTPD) along lesson planning,
teaching methodologies and development of instructional
materials before the training except for framing behavioral
objectives among PSTs which was satisfactory and skills in
music, arts and drama among DCWs was satisfactory. The
LTC of PSTs and DCWs in all teaching competencies was high
and have expert level of LTPD after the training except for
lesson planning among DCWs which was satisfactory.
Significant differences were observed in the level of
improvement in all teaching competencies of PSTs and DCWs
after the training.

Keywords: Early Childhood Education, Day Care Workers

I. INTRODUCTION

With the current deterioration of the countrys school
system, now considered among the bottom-dwellers in global
student competitiveness and often blamed for producing
graduates ill trained for the job market, the executive branch of
the government issued marching orders for the sector to shape
up. One of the recommendations is that children are to spend a
year in Preschool or Day Care before entering Grade 1. In July
26, 2005, it was declared that education should start early and
maintain the highest educational standards by standardizing
what is taught in the Barangay Day Care Centers.
The Presidential Task Force for Education (PTFE)
response is to strengthen the current programs implemented in
Day Care Centers and Preschools so that these would develop
into more formal and effective preschools. According to the
2008 PTFE Status Report, the 10-year basic education in the
Philippines lacks two years by World Standards. The policy
option presented was to standardize Day Care Centers and
Preschool curriculum.
The provision of early intervention services as a
government policy is anchored on the Department of Social
Welfare and Development (DSWD). The honorarium of Day
care workers vary depending on the Internal Revenue
Allotment of the village or barangay whether it is a fifth class
or first class municipality. If the barangay belongs to a fifth
class municipality, the honorarium will be very low and the
Day care workers teaching competencies will also vary.
Throughout the country, there are more than 25,000 Day Care
Centers.
Considering the child as one of the most important assets
of the nation, every effort should be exerted to promote his
welfare and enhance his opportunities for a useful and happy
life. The quality of childrens lives before beginning formal
education greatly influences the kind of learners they can be.
Preschool teachers and Day Care workers are crucial to a
successful experience. They perform a combination of basic
care and teaching duties. They provide the opportunities for
children to learn. Preschool teachers and child care workers
play a vital role in preparing children to build the skills they
will need in elementary school. Their teaching competencies
are important to successful early childhood teaching.
To date, data on quality Early Childhood Education are not
available, as no assessment of the ECE has been conducted
among providers to determine the quality of their services. It is
a common knowledge that most preschools and day care
centers are mere child-minding centers (UNESCO, 2009).
Likewise there is no study yet conducted to determine the
Preschool and Day Care workers teaching competencies.
Development interventions done along this least attended to
sector of the educational system is also dearth in data.
Asia Pacific Journal of Education, Arts and Sciences | Vol. 1, No. 1 | March 2014
________________________________________________________________________________________________________
48
II. OBJECTIVES OF THE STUDY
This study aimed to identify the teaching methods and
strategies used by PSTs and DCWs; to assess the training needs
of PSTs and DCWs; and to determine the level of improvement
in the teaching competencies of PSTs and DCWs before and
after the training.

III. MATERIALS AND METHODS

Research Design and Data Collection
The study used descriptive comparative methods.
Descriptive method was used to determine the socio-
demographic profile, teaching methods, strategies, training
needs and teaching competencies of PSTs and DCWs before
and after the training. Comparative method was used to
determine the significant difference in the teaching
competencies of PSTs and DCWs before and after the training.
Data collection was done through primary data collection,
secondary data collection and Focus Group discussion
methods.

Participants
Three groups of respondents were involved in the study.
The 437 PSTs and 270 DCWs in Camarines Norte, Camarines
Sur, and Albay were determined through random sampling
technique. The second group were the DepEd Preschool
Education Supervisors, School Principals both public and
private, Preschool teachers, Day Care Workers, DSWD
Provincial Officer of Camarines Sur and Naga City, NGO
representatives, and parents who served as FGD participants.
The third group were the Schools Division Superintendents of
Camarines Sur, Camarines Norte, and Albay as key informants
of the study.
Trainees in the Capability Training were selected through
purposive sampling technique. The 30 participants were chosen
using the following criteria: (1) PSTs and DCWs of Camarines
Sur due to proximity and the geographical scope of the
extension services of CSSAC (2) DCWs who are non-
education majors or non BEEd graduates (3) LGU
recommendees who will serve as trainers of DCWs in their
respective municipalities and communities.

Instrument
Four sets of instruments were used in this study.
Questionnaire was used to determine the teachers profile,
teaching methods, strategies and training needs of the
respondents. The second was the training evaluation given to
the 30 participants from Camarines Sur to determine the level
of teaching competencies of PSTs and DCWs before and after
the training. The third was the class observation checklist to
observe the presentation of the lesson, development of the
lesson focusing on the expected teacher behavior and
children/pupils behavior and the wrap up made by the
PSTs/DCWs. The fourth was the FGD checklist to generate
early childhood education themes, enrich and understand the
context of quantitative data and obtain data for policy
recommendations.

Data Analysis
The study made use of descriptive statistics and t-test for
independent samples and paired samples. The quantitative data
were analyzed using frequency count, percentage and weighted
mean.
Weighted mean was used in computing the teaching
competency levels of PSTs and DCWs before and after the
training. Competency profile was obtained following the
Teacher Professional Development Index (TPDIx) of DepEd
NCBTS-TSNA. Labels for the Index include: Expert (EE),
Experienced (E), Developing (D), and Beginning (B). To
determine the level of improvement in the teaching
competency, the DepEd NCBTS KSA Competency Indicator
was used. The Code for competency level include: High (H),
Satisfactory, and Low (L).
To determine the significant differences in the teaching
competency of PSTs and DCWs before and after the training, t-
test was used.
This is the scale used to interpret the teachers competency
level and the teacher professional development

Teachers Competency Level Teacher Professional Development
Code for
Competency
Level
Labels
Competency
Level
Code for Level of
Teachers
Professional
Development
Labels Competency Level
H High 1.76-2.00 EE Expert 1.76-2.00
S Satisfactory 1.51-1.75 E Experienced 1.51-1.75
F Fair 1.26-1.50 D Developing 1.26-1.50
L Low 1.00-1.25 B Beginning 1.00-1.25

Scale used to interpret the teacher level of improvement.
Code for Level of Improvement Labels Competency Level
H High 0.40 0.45
S Satisfactory 0.35 0.39
F Fair 0.30 0.34
L Low 0.25 0.29
________________________________________________________________________________________________________
49

IV. RESULTS AND DISCUSSION

Socio- Demographic Profile of PSTs and DCWs in Camarines Sur, Camarines Norte and Albay
In terms of age, half (51.02%) of PSTs in Camarines Sur, Camarines Norte, and Albay were young with an age range of 19-30
years old. Only 3.4% of belonged to 51-60 year-old. In contrast, 32.0% of DCWs in the three provinces were in the middle-age
group (41-50 year-old). Only 4.0% of the DCWs were 61 years old and above.

Table 1. Age of PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay.

Age
Preschool Teachers Day Care Workers
Camarines
Sur
Camarines
Norte
Albay
TOTAL

Regl
%
Camarines
Sur
Camarines
Norte
Albay
Regl
% F % f % f % f % f % F % TOTAL
19- 30 111 49.12 6 37.5 33 63.46 150 51.02 28 18.4 22 21 10 14.7 60 18.46
31- 40 69 30.53 7 43.75 10 19.23 86 29.25 44 28.9 24 23 23 33.8 91 28
41-50 36 15.93 3 18.75 5 9.62 44 14.97 39 25.7 38 36 27 39.7 104 32
51-60 7 3.1 0 0 3 5.77 10 3.4 27 17.8 17 16 6 8.8 50 15.38
61 above 0 0 0 0 0 0 0 0 10 6.6 2 2 1 1.5 13 4
No answer
TOTAL
3 1.32 0 0 1 1.92 4 1.36 4 2.6 2 2 1 1.5 7 2.15
226 100 16 100 52 100 294 100 152 100 105 100 68 100 325 100

In terms of gender, similar findings revealed that almost all of the PSTs and DCWs in the three provinces were female.

Table 2. Gender of PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay.

Gender
Camarines
Sur
Camarines
Norte
Albay
TOTAL

Regl
%
Camarines
Sur
Camarines
Norte
Albay TOTAL Regl
%
f % f % f % f % f % F %
Male 17 7.52 0 0 2 3.85 19 6.46 13 9 5 5 0 0 18 5.54
Female 206 91.15 16 100 50 96.15 272 92.5 131 86 98 93 68 100 297 91.39
No answer 3 1.33 0 0 0 0 3 1.02 8 5 2 2 0 0 10 3.07

TOTAL 226 100 16 100 52 100 294 100 152 100 105 100 68 100 325 100

When it comes to civil status, almost half (44.90%) of PSTs in Camarines Sur, Camarines Norte, and Albay were single and
almost half of them (44.90%) were married. On the other hand, 60.31% of DCWs in the three provinces were married. While
28.0% were single and only 2.77% were widower/widow.

Table 3. Civil status of PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay
Civil
Status
Camarines
Sur
Camarines
Norte
Albay
Tot
al

Regl

Camarines
Sur
Camarines Albay TOTAL Regl
Norte
f % f % f % f % f % f %
Single 105 46.46 2 12.5 25 48.08 132 44.9 35 23 20 29 36 34 91 28
Married 95 42.04 12 75 25 48.08 132 44.9 104 68 44 65 48 46 196 60.3
Separated 1 0.44 0 0 0 0 1 0.34 0 0 0 0 0 0 0 0
Widow/
Widower
2 0.88 0 0 0 0 2 0.68 1 1 3 4 5 5 9 2.77
0 0
No
answer
23 10.18 2 12.5 2 3.84 27 9.18 12 8 1 2 16 15 29 8.92

TOTAL 226 100 16 100 52 100 294 100 152 100 68 100 105
10
0 325 100

________________________________________________________________________________________________________
50
Table 4 shows the monthly salary of PSTs and DCWs in
Camarines Sur, Camarines Norte, and Albay. The monthly
salary of PSTs ranged from P3,000.00 to P9,000.00. Data
showed that 42.18% of PSTs in the three provinces had a
monthly salary of P3,000.00- P4,000.00 while the 39.12% of
them received a monthly salary of P5,000- P6,000. Only 2.38%
had a monthly salary of P 9,000.00 and above. It was also
noted from the interview, that out of the total PSTs in the three
provinces only 18 PSTs are occupying regular plantilla
positions with a monthly salary of P15, 649.00.

Table 4. Monthly salary of PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay.

Monthly
Salary/
Honorarium
Camarines Sur CamarinesNo
rte
Albay

TOTAL

Regl
%
Camarines Sur Camarines
Norte
Albay

TOTAL

Regl
%
f % f % f % f % f % f %
Below 1000 0 0 0 0 0 0 0 0 26 17 15 22 0 0 41 12.62
1,000-2,000 0 0 0 0 0 0 0 0 79 52 30 44 82 78 191 58.77
3,000-4,000 110 48.67 0 0 14 26.92 124 42.18 29 19 8 12 0 0 37 11.38
5,000-6,000 74 32.74 13 81.25 28 53.85 115 39.12 5 3 6 9 16 15 27 8.31
7,000-8,000 2 0.88 0 0 0 0 2 0.68 0 0 9 13 2 2 11 3.38
9,000 above 3 1.33 2 12.5 2 3.85 7 2.38 5 3 0 0 0 0 5 1.54
No answer 37 16.38 1 6.25 8 15.38 46 15.64 8 6 0 0 5 5 13 4
TOTAL 226 100 16 100 52 100 294 100 152 100 68 100 105 100 325 100

On the other hand, the monthly honorarium of DCWs in
Camarines Sur, Camarines Norte, and Albay ranged from
below P1,000.00 to P9,000.00 above. More than half
(58.77%) of them received only P1,000.00 P2,000.00 while
only 1.54% of them received P9, 000.00. According to the
FGD participants, DCWs are deprived of the privileges and
benefits such, clothing allowance, sick leave, and promotions.

Table 5 shows the educational attainment of PSTs and
DCWs in Camarines Sur, Camarines Norte, and Albay.
All of the PSTs finished college and only one (0.44%) PST
in Camarines Sur holds a Masters degree. FGD participants
claimed that both PSTs and DCWs lack specialization in Early
Childhood Education. Nearly sixty percent (58.77) of DCWs
finished college while the rest of them were vocational
graduate (19.38%); high school graduate (0.62%); and high
school undergraduate (16.92%).
From the three provinces, 16.92% of the DCWs did not
meet the requirement prescribed by the DSWD that Day Care
Workers should be at least high school graduate.

Table 5. Educational attainment of PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay

Educational
Attainment
Camarines Sur Camarines
Norte
Albay
TOTAL

Regl
%
Camarines
Sur
Camarines
Norte
Albay

TOTAL

Regl
%
f % f % f % f % f % f %
High School
Undergraduate
0 0 0 0 0 0 0 0 23 15 18 27 14 27 55 16.92
High School
Graduate
0 0 0 0 0 0 0 0 2 1 0 0 0 0 2 0.62
Vocational Graduate 0 0 0 0 0 0 0 0 7 5 0 0 0 0 7 2.15
College
Undergraduate
2 0.9 0 0 0 0 2 0 30 20 7 10 26 10 63 19.38
College Graduate 217 96.01 16 100 52 100 285 100 86 57 40 59 65 59 191 58.77
Masters Degree
Graduate
1 0.44 0 0 0 0 1 0 0 0 0 0 0 0 0 0
No Answer 6 2.65 0 0 0 0 6 0 4 2 3 4 0 4 7 2.15
TOTAL 226 100 16 100 52 100 294 100 152 100 68 100 105 100 325 100

In terms of years of teaching, half (51.70%) of PSTs in Camarines Sur, Camarines Norte, and Albay had one to three years
teaching experience and only 1.36% stayed for 15 years and above. Contrary to the above findings, 26.15% of DCWs in
Camarines, Camarines Norte, and Albay had 15 years above teaching experience and 24.31% had one to three years teaching
experience.

________________________________________________________________________________________________________
51

Table 6. Years of teaching of PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay
Years of teaching

Camarines
Sur
Camarines
Norte
Albay

TOT
AL

Regl
%
Camarines
Sur
Camarine
sNorte
Albay

TOT
AL

Regl
% f % f % f % f % f % f %
Below 1 16 7.1 1 6.25 2 3.85 19 6.46 6 4 7 10 0 0 13 4
1 3 106 46.9 6 37.5 40 76.9 152 51.7 44 29 10 15 25 24 79 24.31
4 6 32 14.1 5 31.25 2 3.85 39 13.27 28 18 6 9 17 16 51 15.69
7 9 19 8.4 4 25 2 3.85 25 8.5 11 7 13 19 14 13 38 11.69
10 12 12 5.3 0 0 2 3.85 14 4.76 12 8 4 6 9 9 25 7.69
13 15 11 5 0 0 0 0 11 3.74 10 7 7 10 4 3 21 6.46
15 above 2 0.8 0 0 2 3.85 4 1.36 36 24 21 31 28 0 85 26.15
No answer 28 12.4 0 0 2 3.85 30 10.21 5 3 0 0 8 24 13 4
TOTAL 226 100 16 100 52 100 294 100 152 100 68 100 105 89 325 100

Teaching methods and strategies used by PSTs and DCWs

Demonstration method was always used by PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay.

Table 7. Teaching methods used by PSTs and DCWs in Camarines Sur, Camarines Norte, and
Albay

Teaching Methods
Camarines
Sur
Camarines
Norte
Albay Camarines
Sur
Camarines
Norte
Albay
Wm FU Wm FU Wm FU Wm FU Wm FU Wm FU
Inductive Method 2.07 S 4.38 A 1.88 S 2.07 S 1.88 S 4.38 A
Deductive Method 1.79 S 2.83 A 1.97 S 1.79 S 1.97 S 2.83 A
Integrated Method 2.15 S 3.5 A 2.38 S 2.15 S 2.38 S 3.5 A
Demonstration Method 2.73 A 2.77 A 2.5 A 2.73 A 2.5 A 2.77 A
Drill Method 2 S 2.69 A 2.55 A 2.0 S 2.55 A 2.69 A
Legend: Wm = Weighted Mean; FU = Frequency Usage; Always (A): 2.35 3.00; Sometimes (S): 1.68 2.34; Never (N): 1.00
1.67

In terms of teaching strategies used by PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay, they always used
behavioral modeling and they never used computer-assisted instruction.

Table 8. Teaching strategies used by PSTs and DCWs in Camarines Sur, Camarines Norte, and Albay

Teaching Strategies

Camarines
Sur
Camarines
Norte
Albay Camarines
Sur
Camarines
Norte
Albay
Wm FU Wm FU Wm FU Wm FU Wm FU Wm FU
Whole Group Instruction
Behavioral Modeling 2.39 A 2.94 A 2.52 A 2.55 A 2.41 A 2.67 A
Trips 1.99 S 1.63 N 1.81 S 1.94 S 2.31 S 1.86 S
Role Playing 2.14 S 1.94 S 2.06 S 2.15 S 2.61 A 2.54 A
Small Group Instruction
Cooperative Learning 2.48 A 2.81 S 2.46 A 2.5 A 2.61 A 2.77 A
Individual Instruction
Computer-Assisted Instruction 1.62 N 1.56 N 1.38 N 1.1 N 1.8 N 1.26 N
Independent Instruction 2.2 S 2.31 S 2 S 1.9 S 2.5 A 2.5 S
Legend: Wm = Weighted Mean; FU = Frequency Usage; Always (A): 2.35 3.00; Sometimes (S): 1.68 2.34; Never (N): 1.00
1.67

________________________________________________________________________________________________________
52
Training needs of PSTs and DCWs in Camarines Sur,
Camarines Norte, and Albay
Training needs of the respondents include the following:
Framing Behavioral Objectives, Lesson Planning, Teaching
Methodologies, Development of Instructional Materials and
Skills in Music, Arts and Drama.

Level of teaching competency (LTC) and level of teacher
professional development (LTPD) of PSTs and DCWs in
Camarines Sur before the training evaluation
Before the training, the level of teaching competency of
PSTs on framing behavioral objectives was satisfactory and the
level of teacher professional development was experienced.
While the level of teaching competency in lesson planning,
teaching methodologies, development of instructional
materials, and skills in music, arts and drama was fair. The
level of teacher professional development (LTDP) along these
competencies was developing.
On the other hand, before the training the level of teaching
competency of DCWs on framing behavioral objectives, lesson
planning, teaching methodologies and development of
instructional materials was fair. Their LTPD was developing.
It was noted that only skills in music, arts and drama have
satisfactory level of teaching competency.
Considering the General Weighted Mean (GWM) on the
level of teaching competency in relation to the Level of
Teachers Professional Development (LTPD), data show that all
teaching competencies were labeled developing to both PSTs
and DCWs. Training and professional needs have to be
addressed as priority.

Table 9. Level of teaching competency and level of teacher professional development of PSTs and DCWs in Camarines Sur
before the training
Teaching Competencies Preschool Teachers Day Care Workers
GWM

LTPD K S A AVE LTC K S A AVE LTC
Framing Behavioral
Objectives
1.71 1.46 1.46 1.54 S 1.50 1.43 1.47 1.46 F 1.50 D
Lesson Planning 1.49 1.31 1.33 1.38 F 1.33 1.24 1.22 1.26 F 1.32 D
Teaching Methodologies 1.54 1.46 1.42 1.47 F 1.44 1.38 1.44 1.42 F 1.45 D
Development of Instructional
Materials
1.50 1.38 1.37 1.40 F 1.35 1.24 1.29 1.29 F 1.35 D
Skills in Music, Arts& Drama 1.38 1.23 1.23 1.28 F 1.52 1.53 1.59 1.55 S 1.42 D
Legend: K:knowledge; LTC: Level of Teaching Competency; S:skills; GWM: General Weighted Mean; A: attitude; LTPD: Level
of Teachers Professional Development

Level of teaching competency (LTC) and level of teacher
professional development (LTPD) of PSTs and DCWs in
Camarines Sur after the training
It is noted that the level of teaching competencies of PSTs
in all teaching competencies after the training was high. On the
other hand the level of teaching competency of DCWS on
lesson planning which was satisfactory while LTC in framing
behavioral objectives, teaching methodologies, development of
instructional materials and skills in music, arts and drama was
high.
Considering the GWM on the level of teaching
competency in relation to the Level of Teachers Professional
Development (LTPD), PSTs and DCWs were labeled as expert.
The data show that both PSTs and DCWs had almost all the
competencies for effective teaching at high level. Strengths
have to be sustained and enhanced; professional development
needs have to be continuously addressed and their teaching
competencies be enhanced further.

Table 10. Level of teaching competency and level of teacher professional development of PSTs and DCWs in Camarines Sur
after the training
Teaching Competencies
GWM LTPD K S A AVE LTC K S A AVE LTC
Framing Behavioral
Objectives 2 2 2 2 H 1.94 1.97 1.97 1.96 H 1.98 EE
Lesson Planning 2 2 2 2 H 1.65 1.71 1.71 1.69 S 1.85 EE
Teaching Methodologies
2 2 2 2 H 1.79 1.76 1.79 1.78 H 1.89 EE
Development of Instructional
Materials 1.96 1.96 1.92 2 H 1.79 1.73 1.73 1.75 H 1.85 EE
Skills in Music, Art & Drama 1.85 1.8 1.92 1.9 H 2 2 2 2 H 1.94 EE
Legend: K:knowledge; LTC: Level of Teaching Competency; S:skills; GWM: General Weighted Mean; A: attitude; LTPD: Level
of Teachers Professional Development

Level of improvement in teaching competencies of PSTs in Camarines Sur before and after the training
The level of improvement in lesson planning and skills in music, art and drama was high with a level of improvement (LOI) of
0.45. Level of improvement in teaching methodologies and development of instructional materials was satisfactory with a level of
________________________________________________________________________________________________________
53
improvement (LOI) of 0.36 and 0.39 respectively. While level of improvement in framing behavioral objectives was fair with a
level of improvement (LOI) of 0.30.
The high level of improvement (LOI) in lesson planning and skills in music, art and drama is attributed to the new knowledge
and skills acquired in the training on early childhood education that the PSTs attended.
Table 11. Level of improvement in teaching competencies of PSTs in Camarines Sur before and after the training
Pre-training Evaluation Post-training Evaluation
DOI LOI K S A AVE K S A AVE
Framing Behavioral Objectives
1.71 1.46 1.5 1.54 2 2 2 2 0.3 F
Lesson Planning 1.49 1.31 1.3 1.38 2 2 2 2 0.5 H
1.54 1.46 1.4 1.47 2 2 2 2 0.4 S
Development of Instructional Materials
1.5 1.38 1.4 1.4 1.96 1.96 1.92 1.95 0.4 S
Skills in Music, Arts& Drama
1.38 1.23 1.2 1.28 1.85 1.8 1.91 1.86 0.5 H
Legend: K: knowledge; DOI: Degree of Improvement; S: skills; LOI: Level of Improvement; A: attitude

Level of improvement in teaching competencies of DCWs in Camarines Sur before and after the training
The teaching competencies in lesson planning and development of instructional materials had satisfactory level of
improvement with a degree of improvement (DOI) of .34 and .36 respectively.

Table 12. Level of improvement in teaching competencies of DCWs in Camarines Sur before and after the training
Pre-training Evaluation Post-training evaluation
DOI LOI K S A AVE K S A AVE
Framing Behavioral Objectives 1.54 1.43 1.47 1.48 1.94 1.97 1.97 1.96 0.32 F
Lesson Planning 1.33 1.24 1.22 1.26 1.65 1.71 1.71 1.69 0.34 S
Teaching Methodologies 1.44 1.38 1.44 1.42 1.79 1.76 1.79 1.78 0.25 L
Development of Instructional Materials 1.35 1.24 1.29 1.29 1.79 1.73 1.73 1.75 0.36 S
Skills in Music, Art & Drama 1.52 1.53 1.59 1.55 2 2 2 2 0.29 L
Legend: K: knowledge; DOI: Degree of Improvement; S: skills; LOI: Level of Improvement; A: attitude

Table 13. Test of Significant Difference of teaching competencies of PSTs and DCWS in Camarines Sur.
Teaching Competencies/Domains Computed
t value
Tabular
t value
Statistical
Significance
PSTs DCWs PSTs DCWs
Framing Behavioral Objectives
KNOWLEDGE -2.961 -3.776 1.782 1.746 Significant
SKILLS -4.166 -5.383 1.782 1.746 Significant
ATTITUDE -4.166 -4.863 1.782 1.746 Significant
Lesson Planning
Devt of IMs
Skills in Music, Art & Drama

________________________________________________________________________________________________________
54
The trainers training conducted of PSTs and DCWs in
Camarines Sur along framing behavioral objectives, lesson
planning, teaching methodologies, development of instructional
materials and skills in music, arts, and drama significantly
improved their level of teaching competencies.

V. CONCLUSIONS
PSTs and DCWs always used demonstration method and
behavioral modeling but never used computer-assisted
instruction. PSTs and DCWs training needs were on framing
behavioral objectives, lesson planning, teaching methodologies,
development of instructional materials, and skills in music, arts
and drama. Level of teaching competencies of both PSTs and
DCWs significantly improved after the training

VI. RECOMMENDATIONS
Increase plantilla positions for DepEd preschool teachers
for security of tenure. Increase and standardize monthly
honorarium and benefits of DCWs to uplift their socio-
economic status. Enactment of laws to strengthen the security
of tenure of qualified and incoming DCWs. Continuing in-
service training program on Early Childhood Education and
professional development of PSTs and DCWs. Hire full-
fledged early childhood education graduates for new DCWs
and PSTs positions. Intensify government support to improve
implementation of Early Care Education (ECCE) of DSWD
and Preschool education of DepEd

REFERENCES

Achwarin, N.A. 2009. The Study of Teacher Competence of
Teachers at Schools in the Three Southern Provinces of
Thailand.www.journal.au.edu/scholar/2009/
word/nareeAwareAchwarin156.doc

Bhat, et.al. 2008. Teacher Competence in Higher Education.
http://www.egyankosh.ac.in/bitstream/123456789/24
676/1/Unit6.pdf

Canlas-Callang C.C. 2004, Teacher Competence, Teacher
Performance and Student Achievement.
http://www.mb.com.ph/node/191244

Catolico, L.D. 2006.Teaching Competency in the New
Millenium as Perceived by Cooperating Teachers.
http://serp-pids.gov.ph/serp p/details.php?pid=3977 &
param =teaching+competencies

Duran, R.L. 2004. Mathematics Teachers Competence in
Relation to Students Performance in National High
Schools of Dapitan City Division, Zamboanga del Norte,
Mindanao,
2004.http://www.thesisabstracts.com/ThesisAbstract_97_
Mathematics-Teachers-Competence-in-Relation-to-
Stundents-Performance-in-National-High-Schools-of-
Dapitan-City-Division-Zamboanga-Del-Norte-
Mindanao.html

Edres, H.P. 2005. Factors affecting the Level s of Teaching
Competencies of Arabic Teachers in Second
Congressional District, Division of Maguindanao, SY
2004-2005.

Improvement of The Competencies of Early Childhood Education Teachers in Bicol Region Through Training

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Improvement of The Competencies of Early Childhood Education Teachers in Bicol Region Through Training

Uploaded by

Copyright:

Available Formats

Asia Pacific Journal of Education, Arts and Sciences | Vol. 1, No.

You might also like